| 000 -LEADER |
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| fixed length control field |
00962pam a2200301 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
020546794 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
UkOxU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20181115161504.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
160112s2016 onc 001|0|eng|d |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
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| National bibliography number |
GBB614975 |
| Source |
bnb |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
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| Record control number |
017724637 |
| Source |
Uk |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780199020133 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(Uk)017724637 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
StDuBDS |
| Language of cataloging |
eng |
| Transcribing agency |
StDuBDS |
| Modifying agency |
Uk |
| -- |
JCRC |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
ukblcatcopy |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Engkent, Lucia Pietrusiak |
| Dates associated with a name |
1955- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Skill Set : |
| Remainder of title |
Strategies for Reading and Writing in the Canadian Classroom / |
| Statement of responsibility, etc. |
Lucia Engkent. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2016. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvii, 397 p. : |
| Other physical details |
cov. ill. ; |
| Dimensions |
26 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"Updated and enhanced, the Third Edition of Skill Set: Strategies for Reading and Writing in the Canadian Classroom carries on the proven problem/ solution/ model approach. Designed by an experienced Canadian college instructor and improved through classroom feedback, this new edition continues to emphasize the development of reading and vocabulary skills as fundamental to improving writing and critical thinking skills in post-secondary students. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 1, Skill Development, takes a very practical, student-friendly approach. Clear and straightforward explanations of how to avoid and correct common writing problems help learners develop the confidence to express themselves in writing. A supporting lexical approach increases competency in a wide variety of vocabulary skills encompassing different abilities - identifying the parts of a word, understanding how words determine sentence structure, recognizing collocations, and seeing the relationships between words. Grammar instruction and practice is integrated throughout, where most relevant to areas of learning. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 2, Reading Selections, features a wide range of stimulating and topical Canadian selections which generates active interest and high motivation to engage with the varied discussion questions and assignment suggestions. Each reading provides many powerful examples as students are invited to analyze the structures and writing techniques used. Attention is given to developing paraphrase and summary skills, with detailed language study related to the reading, fostering the development of enhanced critical reasoning skills." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction |
| Title |
Introduction for the Instructor<br/> |
| -- |
Organization of the Text<br/> |
| -- |
Introduction for Students: Developing Study Skills<br/> |
| -- |
Acknowledgements and About the Author |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 1: Skill Development |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 - Writing Skills<br/> |
| Title |
Distinguishing Spoken and Written Language<br/> |
| -- |
Addressing Audience and Purpose<br/> |
| -- |
Achieving Clarity<br/> |
| -- |
Strengthening Content<br/> |
| -- |
Organizing Ideas<br/> |
| -- |
Writing Concisely<br/> |
| -- |
Striving for Correctness<br/> |
| -- |
Writing Personally or Impersonally<br/> |
| -- |
Using Appropriate Style<br/> |
| -- |
Understanding the Writing Process<br/> |
| -- |
Understanding Writing Evaluation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 - Vocabulary Skills<br/> |
| Title |
Learning Pronunciation<br/> |
| -- |
Learning Spelling<br/> |
| -- |
Recognizing Parts of Speech<br/> |
| -- |
Distinguishing Word Classes<br/> |
| -- |
Understanding Word Formation<br/> |
| -- |
Learning Word Families<br/> |
| -- |
Understanding Word Meaning<br/> |
| -- |
Understanding Connotation<br/> |
| -- |
Recognizing Idioms<br/> |
| -- |
Using Jargon<br/> |
| -- |
Recognizing Inappropriate Language<br/> |
| -- |
Dealing with Unfamiliar Words<br/> |
| -- |
Recognizing Collocation<br/> |
| -- |
Appreciating Language Change<br/> |
| -- |
Using Dictionaries<br/> |
| -- |
Building Vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 - Sentence Writing Skills<br/> |
| Title |
Understanding Basic Sentence Structure<br/> |
| -- |
Understanding Verb Tense and Aspect<br/> |
| -- |
Recognizing Different Verb Forms<br/> |
| -- |
Recognizing Verbals<br/> |
| -- |
Understanding How Verbs Determine Sentence Structure<br/> |
| -- |
Using Determiners<br/> |
| -- |
Using Pronouns<br/> |
| -- |
Using Prepositional Phrases<br/> |
| -- |
Using Coordinate Conjunctions<br/> |
| -- |
Writing Noun Clauses<br/> |
| -- |
Writing Adjective Clauses<br/> |
| -- |
Writing Adverb Clauses<br/> |
| -- |
Reducing Clauses to Phrases<br/> |
| -- |
Connecting Sentences<br/> |
| -- |
Analyzing Sentence Structure<br/> |
| -- |
Building Complex Sentences<br/> |
| -- |
Using Punctuation and Capitalization |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 - Paragraph Writing Skills<br/> |
| Title |
Writing Independent paragraphs<br/> |
| -- |
Writing Topic Sentences<br/> |
| -- |
Making Points<br/> |
| -- |
Supporting Points<br/> |
| -- |
Writing Concluding Sentences<br/> |
| -- |
Achieving Unity<br/> |
| -- |
Using Transition Signals<br/> |
| -- |
Achieving Coherence<br/> |
| -- |
Studying Sample Paragraphs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 - Essay Writing Skills<br/> |
| Title |
Understanding Essay Structure<br/> |
| -- |
Planning an Essay<br/> |
| -- |
Writing a Thesis Statement<br/> |
| -- |
Writing an Introduction<br/> |
| -- |
Writing Body Paragraphs<br/> |
| -- |
Writing a Conclusion<br/> |
| -- |
Studying Sample Essays<br/> |
| -- |
Essay-Writing: Practice Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 - Rhetorical Skills<br/> |
| Title |
Explaining and Illustrating<br/> |
| -- |
Narrating<br/> |
| -- |
Describing<br/> |
| -- |
Defining and Classifying<br/> |
| -- |
Showing Cause and Effect<br/> |
| -- |
Reviewing<br/> |
| -- |
Describing Process<br/> |
| -- |
Making Comparisons<br/> |
| -- |
Persuading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 - Editing and Correcting skills<br/> |
| Title |
Understanding the Process<br/> |
| -- |
Recognizing Types of Errors<br/> |
| -- |
Correcting Vocabulary Mistakes<br/> |
| -- |
Correcting Grammatical Errors<br/> |
| -- |
Correcting Errors in Punctuation and Capitalization<br/> |
| -- |
Improving Structure and Style<br/> |
| -- |
Finding and Correcting Errors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 - Reading Skills<br/> |
| Title |
Reading Textbooks<br/> |
| -- |
Reading from Paper and Reading from a Screen<br/> |
| -- |
Distinguishing Fiction and non-fiction<br/> |
| -- |
Identifying the Thesis of an Article<br/> |
| -- |
Distinguishing Writers' Opinions<br/> |
| -- |
Recognizing Writers' Techniques<br/> |
| -- |
Doing Research<br/> |
| -- |
Referencing Sources<br/> |
| -- |
Avoiding Plagiarism<br/> |
| -- |
Quoting<br/> |
| -- |
Paraphrasing<br/> |
| -- |
Using Reported Speech<br/> |
| -- |
Writing a Summary<br/> |
| -- |
Writing about Readings<br/> |
| -- |
Building Reading Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part 2: Reading Selections |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 - Education<br/> |
| Title |
“Unplug the Digital Classroom”, by Doug Mann<br/> |
| -- |
“Fear Math, Not Numbers”, by Peter Martyn<br/> |
| -- |
“Why Study Liberal Arts?”<br/> |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 - Work<br/> |
| Title |
“Lots of Ways to Make Canada Fairer,” by Carol Goar<br/> |
| -- |
“If the Artists Starve, We’ll All Go Hungry,” by Elizabeth Renzetti<br/> |
| -- |
“No Tips, Please”<br/> |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 - Money<br/> |
| Title |
“Why Pay More? To Be Conspicuous,” by Peter Singer<br/> |
| -- |
“Online Gambling a Way to Rip off the Poor,” by Leonard Stern<br/> |
| -- |
“False Economy” |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 - Technology<br/> |
| Title |
“Turning the Table on Instagram”, by Emma Teitel<br/> |
| -- |
“Maybe It’s Time to Rewire and Unplug the Next Generation,” by Gwyn Morgan |
| -- |
“Technology and the Generational Divide” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 13 - The Environment<br/> |
| Title |
“The Case against Bottled Water”, by Sean Petty and Justin Trudeau |
| -- |
“Battle of the Bag”, by Peter Shawn Taylor<br/> |
| -- |
“It’s Not Easy Being Green”<br/> |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 14 - Citizenship<br/> |
| Title |
“No Hyphen for Me,” by Salim Sachedina<br/> |
| -- |
“Attention, Dual Citizens: Canada Can No Longer Afford Our Divided Loyalty,” by Rudyard Griffiths<br/> |
| -- |
“What Makes a Good Voter”<br/> |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 15 - Clothing<br/> |
| Title |
“White Tops, Grey Bottoms”, by Bev Akerman<br/> |
| -- |
“Why Arcade Fire Fans Should Rise to the Occasion and Say Yes to the Dress Code,” by Robert Everett-Green<br/> |
| -- |
“The Lure of Costumes”<br/> |
| -- |
Additional Topics |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 16 - Fiction readings<br/> |
| Title |
“Why My Mother Can't Speak English”, by Garry Engkent<br/> |
| -- |
“Soap and Water”, by Urs Frei<br/> |
| -- |
“Tempest in the School Teapot”, by L.M. Montgomery<br/> |
| -- |
“Michael’s New Toy”, by Linwood Barclay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix A Writing Email |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix B Following Format Guidelines |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix C Sample Research Essay in MLA Format |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix D Sample Research Essay in APA Format |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Readership : Students at the postsecondary level who are required to take an academic writing course before continuing with their program of study. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Composition and exercises. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Advanced. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
ESL2121. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.oupcanada.com/catalog/9780199020133.html">http://www.oupcanada.com/catalog/9780199020133.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ottawa.bibliocommons.com/item/show/664256026">https://ottawa.bibliocommons.com/item/show/664256026</a> |
| Public note |
Check the Ottawa Public Library (OPL) catalogue. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
